• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Infusing Information Literacy Skills by Researching 'Never Events'
 

Infusing Information Literacy Skills by Researching 'Never Events'

on

  • 2,078 views

Presentation at the Medical Library Association '09 Annual Meeting, May 19, 2009.

Presentation at the Medical Library Association '09 Annual Meeting, May 19, 2009.

Statistics

Views

Total Views
2,078
Views on SlideShare
2,071
Embed Views
7

Actions

Likes
1
Downloads
24
Comments
0

3 Embeds 7

http://uptothecurve.blogspot.com 5
http://www.slideshare.net 1
https://blackboard.shawnee.edu 1

Accessibility

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Infusing Information Literacy Skills by Researching 'Never Events' Infusing Information Literacy Skills by Researching 'Never Events' Presentation Transcript

    • THE LISTEN PROJECT Infusing Information Literacy Skills By Researching 'Never Events' (NE) Lin Wu, MLIS, AHIP, Health Sciences Library; Cynthia K. Russell, PhD, RN; Ramona Patterson, MSN, RN (Nursing PhD Student) University of Tennessee Health Science Center, Memphis TN Medical Library Association 2009 Annual Conference May 19, 2009
    • THE LISTEN PROJECT Never Events (NE) ) nts (NQF ve Ne ver E 28  Surgical  Product of device  Patient protection  Care management  Environmental  Criminal National Quality Forum (NQF). Serious Reportable Events in Healthcare 2006 Update. http://www.qualityforum.org/publications/reports/sre_2006.asp
    • THE LISTEN PROJECT NE Criteria and Definitions  Event Inclusion Criteria  Term Definitions  Concern to public & providers  Event: discrete, auditable, clearly  Identifiable, measurable, defined reportable  Adverse: negative care  Occurrence risk influenced by consequence, unintended facility policy/ procedures  Preventable: error/ system failure  Unambiguous - anticipatable  Usually preventable  Serious: results- death, loss of  Serious, and/or body part, disability, bodily function, > 7days ….  Adverse  Indicates facility safety problem  Unambiguous: clearly defined, easily identifiable  Important for public credibility/ accountability  Usually Preventable: not always avoidable given complexities of care National Quality Forum (NQF). Serious Reportable Events in Healthcare 2006 Update. http://www.qualityforum.org/publications/reports/sre_2006.asp
    • THE LISTEN PROJECT Why Target NE? To improve attitudes, knowledge, and skills in: Information technology (IT) Information literacy (IL) Quality patient care Patient safety The LISTEN project is supported by funds from the Division of Nursing (DN), Bureau of Health Professions (BHPr), Health Resources and Services Administration (HRSA), Department of Health and Human Services (DHHS) under D11HP08392. http://www.listenuphealth.org
    • THE LISTEN PROJECT Information Literacy for Nurses@ 5 Levels Supports attitudes, knowledge, & skills to: n ofe ssio ion of in g pr h provis tice Nurs ed wit d pr ac  Recognize you need information g e char nce-bas tient e evid sitive p a  Confidently seek information o for p mes!  Reliably access information o outc  Critically evaluate information  Professionally apply information LISTEN Project: http://www.listenuphealth.org
    • THE LISTEN PROJECT Informatics for Healthcare  Nursing informatics is more than technologies  Two credit course  64 first-year nursing students  Ten weeks  Face-to-face & Online  Collaboration: nursing faculty member, nursing PhD student, & health sciences librarian
    • THE LISTEN PROJECT Strategies Motivating & Engaging  Web 2.0 tools  Social media  Students as content creators
    • THE LISTEN PROJECT Modules Avoiding HIPAA Writing in APA Style violations Never event project Cerner electronic Avoiding plagiarism record system
    • THE LISTEN PROJECT Assessments  Pre- and post-information literacy (InfoLit) surveys  Self report IT and IL competencies using 10 point scales  Ranking statements strongly agree to strongly disagree  Students’ comments  TurningPoint Clickers
    • THE LISTEN PROJECT NE Assignment Area #1: Background Assignment Details  Definition Area 1: Background  Description  NE causes  Groups & organizations focused on the NE -- specific URLs, identify reasons for their involvement  Evidence-based guidelines or other scholarly literature that focused on the never event  Description of what the never event is NOT
    • THE LISTEN PROJECT NE Assignment Area #2: Effects Assignment Details  Define from perspective of Area 2: Effects  Patients & families  Health care professionals  Health care institutions  Insurers  Summarize why the never event was placed on the list
    • THE LISTEN PROJECT NE Assignment Area #3: Arguments Assignment Details  Describe what has been written Area 3: Arguments & contrary to including this never Supportive Strategies event on the official list of never events.  Identify the role that IT and IL competencies have in decreasing or eliminating the never event.  Using scholarly literature  Using healthcare institution-based electronic systems  Using healthcare institution-based technologies (e.g., point of care technologies, devices)
    • THE LISTEN PROJECT Student Collaboration = Areas 1+2+3  Students were placed in groups of 2-3 students.  Each student had an assigned area & wiki page.  Each group had an assigned NE topic.  Group NE wiki pages facilitated collaboration.  Group NE final project presentations challenged their creativity.
    • THE LISTEN PROJECT Challenges, Frustration, & Overwhelming  We don’t know… o how to search. o what search terms to use for NE.  Nobody has written anything on this  We are getting all this information… How many can we use?  There’s too much stuff published… Which ones do we reference?  Spending time on this isn’t going to help us learn nursing.  I’ve got a lot other things to do.  I often felt like I was on a wild goose chase.
    • THE LISTEN PROJECT Health Sciences Librarian’s Take  Mini-talks/lectures  One-on-one consultations  After class assistance  NE resource wiki
    • THE LISTEN PROJECT Searching for Information  Google  Google Scholar  Wikipedia  PubMed  CINAHL@EBSCOhost  Blogs  Listservs  Other people’s synthesis about the topic
    • THE LISTEN PROJECT Qualifying Information  Time with librarian setting up & validating search strategies.  Reviewed criteria & evaluated Web sites.  Used Wikipedia appropriately.  Talked with the faculty member.  Learned about journal quality.  Special search session with nursing PhD student.
    • THE LISTEN PROJECT InfoLit Survey Results: Skills for Conducting Health Research 0 (completely lacking) 10 (excellent)
    • THE LISTEN PROJECT InfoLit Survey Results: Judging Quality of Health Information 0 (completely lacking) 10 (excellent)
    • THE LISTEN PROJECT InfoLit Survey Results: Finding Quality Information 0 (completely lacking) 10 (excellent) Rate your assessment of your skills in finding high quality information on a specific health topic
    • THE LISTEN PROJECT I Enjoyed a Mini-Talk about using library resources at the beginning of each class
    • THE LISTEN PROJECT My literature searching skills have improved after researching & finding relevant information for my topic
    • THE LISTEN PROJECT Prior to class, I had used a Wiki N=63
    • THE LISTEN PROJECT Wiki was a useful technology in NE assignment
    • THE LISTEN PROJECT Using a wiki for class had a positive effect on my learning and engagement in the course
    • THE LISTEN PROJECT Having a faculty member/instructor/graduate teaching assistant review my assignment on the wiki before due date was helpful to me
    • THE LISTEN PROJECT The whole process of researching & finding relevant information made me feel more competent to search for quality information
    • THE LISTEN PROJECT If I were designing the course I would be sure to keep…  Library expert for teaching/help - a valuable resource (83%)  The information that is provided on how to search the Web and the library’s resources (76%)  Library skills & information specific to the UTHSC Library (76%)  Guest speakers who came to talk on issues. They were helpful & provided relevant information that was useful for all courses. Examples: Ms. Wu, Ms. Thorne, Clinical Laboratory Science Faculty and Staff (75%)
    • THE LISTEN PROJECT Compared to when I entered the program, I feel more prepared & can be more successful in…
    • THE LISTEN PROJECT What did students say about the librarian?  Mini-lectures was fantastic and extremely beneficial for our wiki assignments!  The librarian was very helpful for research.  Library staff and Mona Patterson were very helpful with the WIKI research.  Involvement of librarian was very useful and effective in learning about necessary resources, I enjoyed it very much.  I think introducing a librarian to the course was helpful in giving the accurate impression that these professionals are accessible, helpful and happy to help.  The librarian was absolutely wonderful.
    • THE LISTEN PROJECT What did students say about the Wiki?  The wiki was a good assignment but I wish we had more guidance about it at the beginning of the semester instead of so close to due date.  I do think working on a wiki page (with more lessons perhaps in formatting) is valuable because as future nurses/researchers we can communicate effectively and quickly with colleagues.  I am glad to have had this experience with using a wiki because I like learning how to do new things with technology, and you never know when a skill like this might be just what you need later on.  The almost instant feedback for the wiki was very helpful.  I would suggest requiring a minimum # of paragraphs or sources for the WIKI.
    • THE LISTEN PROJECT What did students say? Continued  I see the value of it (wiki) as a communication tool & for internal communication.  I like the concept of reading others students opinions & article findings, however, I don't think a wiki is necessarily the best way to go about doing it.  I was glad I got a chance to use the wiki. I had never even heard of a wiki page before this class.  My biggest frustration with the wiki site was fear that someone else was going to make an unintentional change to the information that I had listed on the site and I wouldn't catch it.  The wiki assignment was very helpful. It quot;forcedquot; me to learn how to evaluate websites & articles effectively & it allowed me to learn valuable information about the medical field & medical errors.
    • THE LISTEN PROJECT Conclusions Researching NE helped improve students:  IT and IL attitudes, skills, and knowledge.  Library research skills.  Knowledge of using information the professional way.  IT and IL skills for life-long learning. Online collaboration using wiki:  Challenged Net Gen students out of their comfort zone.  Presented potential opportunities & skills useful for future nursing roles.  Provided opportunities for students to demonstrate creativity & innovation.
    • THE LISTEN PROJECT Future Directions Integration of LISTEN* Project modules & Brief Online Learning Tutorials into the course *Learning Information Seeking and Technology for Evidence-based Nursing
    • THE LISTEN PROJECT Questions? Lin Wu: lwu5@utmem.edu LISTEN team, Health Sciences Librarian Cindy Russell: crussell@utmem.edu LISTEN team, Project Director Ramona Patterson: rpatte16@utmem.edu LISTEN team, Clinical Staff Development Nurse Liaison Visit the LISTEN Web Site @ http://www.listenuphealth.org HRSA-funded Nursing Education, Practice, & Retention Program Grant